Relevant bibliographies by topics / Children – Social conditions – Scandinavia

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children – Social conditions – Scandinavia'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "Children – Social conditions – Scandinavia"

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Shulha, Iryna. "IMPLEMENTING INCLUSIVE EDUCATION ABROAD (ON THE EXAMPLE OF THE SCANDINAVIAN COUNTRIES)." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 180–87. http://dx.doi.org/10.31499/2307-4906.3.2021.241767.

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The article deals with the implementation of inclusive education in Ukraine in the context of its integration into the European educational space. The list of legislative and normative bases (international and national levels), which regulate this process, is given. The relevance of studying foreign experience on the research problem, primarily countries that are exemplary in the context of the realization of inclusion to the educational field, is substantiated. The article aims at revealing the peculiarities of the implementation of inclusive education in the Scandinavian countries (on the example of Finland, Sweden and Norway). Theoretical analysis of the problem of implementation of inclusive education in the Scandinavian countries is presented. In particular, the stages of origin and development of inclusion and inclusive education. The features of its implementation in today’s conditions are described. The general trends that characterize education systems in Finland, Norway and Sweden in the context of their inclusiveness are revealed: a) understanding the concept of “inclusion” in the broad sense, which takes into account various characteristics (gender, age, disability, place of residence, ethnic and social origin, etc.); b) partial or total deinstitutionalization of special education institutions and integration of all children into general educational institutions; c) a team approach to the realization of inclusive education, etc.Prospects for further scientific research, which relate to the study of foreign experience of the preparation of future teachers for working in the inclusive environment, are outlined. Keywords: inclusion; integration, inclusive education; democratization; educational institutions; children with special educational needs; foreign experience; Scandinavian countries.
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Burton, John. "Milieu-therapy With Children: Planned Environmental Therapy in Scandinavia." Children & Society 24, no. 2 (March 2010): 171–72. http://dx.doi.org/10.1111/j.1099-0860.2009.00275.x.

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Snortum, John R., and Kåre Bødal. "Conditions of Confinement within Security Prisons: Scandinavia and California." Crime & Delinquency 31, no. 4 (October 1985): 573–600. http://dx.doi.org/10.1177/0011128785031004007.

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Within the past three decades, the Scandinavian countries have acquired an international reputation for the development of innovative and humane prisons. Most of the favorable attention from journalists and social scientists has centered upon the socalled “model prisons,” which are typically smaller, newer, and “open.” However, the majority of Scandinavian prisoners are still incarcerated in the larger, older, locked prisons that are rather traditional in design and function. One might question whether these traditional prisons are, in fact, superior to American state prisons and whether they would meet emerging U.S. standards for conditions of confinement. This investigation surveyed the nature of prison programs, staffing ratios, living conditions, and visiting conditions within 16 “closed” or secure prisons, including 4 each from Norway, Sweden, Finland, and California. On most measures, the conditions of confinement were most severe in California prisons, much less severe in Finnish prisons, and least severe in Norwegian and Swedish prisons.
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Kontos, Susan. "Research from Scandinavia on the care and development of young children." Child & Youth Care Forum 24, no. 2 (April 1995): 89–90. http://dx.doi.org/10.1007/bf02128594.

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Friberg, Jon Horgen. "Poverty, networks, resistance: The economic sociology of Roma migration for begging." Migration Studies 8, no. 2 (November 6, 2018): 228–49. http://dx.doi.org/10.1093/migration/mny038.

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Abstract Migration for begging and informal street work in Western Europe has become a common livelihood strategy in many Romanian Roma communities, and over the last decade, Scandinavia has emerged as an important new destination. Using a combination of quantitative survey data on Romanian migrant beggars and street workers in Oslo, Stockholm and Copenhagen, and qualitative fieldworks in Scandinavia and Romania, this article presents a framework for studying migration for begging that goes beyond widespread narratives rooted in either culture or poverty. I argue that migration for begging is a purposeful economic adaptation, embedded in three distinct sets of social phenomena. First, the social and economic processes of marginalization of Roma communities in post-socialist Romania can help explain the motive for migration in terms of poverty and lack of alternative options. Second, the structure of social capital within Roma households and communities can help explain why they are able to engage in transnational migration under extremely difficult conditions despite lacking economic and educational resources. Third, ‘oppositional’ Roma identities can help to explain why some are willing to engage in ‘transgressional’ activities that others perceive as shameful, thus allowing the exploitation of marginal economic resources in times of economic hardship.
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Wright, James D. "Health and Social Conditions of Street Children in Honduras." Archives of Pediatrics & Adolescent Medicine 147, no. 3 (March 1, 1993): 279. http://dx.doi.org/10.1001/archpedi.1993.02160270041015.

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Hjalmarsson, Maria. "The Presence of Pedagogy and Care in Leisure-time Centres’ Local Documents: Leisure-time Teachers’ Documented Reflections." Australasian Journal of Early Childhood 43, no. 4 (December 2018): 57–63. http://dx.doi.org/10.23965/ajec.43.4.07.

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MANY COUNTRIES OFFER younger school children school-age child care. However, the governance, organisation and practical activities and its relation to education and care differs within and between countries. In Scandinavia, the concept of Educare acknowledges the need for emotional, social and intellectual aspects of the holistic view of learning. The Swedish leisure-time centres (LTC) designed for younger school children have, by tradition, an identity that strongly relates to aspects of care. This study aims to gain knowledge of leisure-time teachers’ (LTT) reflections on how pedagogy and care appear in LTCs’ local documents. After examining the written reflections of 22 groups of LTTs involved in a professional development course, it can be argued that care is fundamental to the LTC activities; however, this notion is simultaneously challenged by neoliberal tendencies.
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Roazzi, Antonio, and Peter Bryant. "Explicitness and Conservation: Social Class Differences." International Journal of Behavioral Development 21, no. 1 (July 1997): 51–70. http://dx.doi.org/10.1080/016502597384983.

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The performance of 5-, 6-, 7-, and 8-year-old children in liquid conservation tasks was studied in four conditions. In the first two conditions (Standard and Incidental) the initial comparison in the task was made perceptually. In the other two conditions (Quantity and Money) the child was not allowed to make a direct perceptual comparison and the initial comparison was made by measurement. The children did much better when they measured the quantities than when they simply made perceptual comparisons, and this effect was stronger with working class children than with middle class children. Contrary to previous reports, there was no difference between the Standard and the Incidental conditions. We conclude that children in general, and working class children in particular, are helped when the nature of the task is made more explicit.
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Boss, Renee D. "Social Disparities and Death Among Children With Complex Chronic Conditions." Pediatrics 143, no. 5 (April 10, 2019): e20190511. http://dx.doi.org/10.1542/peds.2019-0511.

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Benešová, D., V. Salcman, and P. Valach. "Comparison of physical conditions in children with different social statuses." Studia Kinanthropologica 17, no. 3 (September 30, 2016): 195–201. http://dx.doi.org/10.32725/sk.2016.071.

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Dissertations / Theses on the topic "Children – Social conditions – Scandinavia"

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Lawson, Michael David. "Children of a One-Eyed God: Impairment in the Myth and Memory of Medieval Scandinavia." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3538.

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Using the lives of impaired individuals catalogued in the Íslendingasögur as a narrative framework, this study examines medieval Scandinavian social views regarding impairment from the ninth to the thirteenth century. Beginning with the myths and legends of the eddic poetry and prose of Iceland, it investigates impairment in Norse pre-Christian belief; demonstrating how myth and memory informed medieval conceptualizations of the body. This thesis counters scholarly assumptions that the impaired were universally marginalized across medieval Europe. It argues that bodily difference, in the Norse world, was only viewed as a limitation when it prevented an individual from fulfilling roles that contributed to their community. As Christianity’s influence spread and northern European powers became more focused on state-building aims, Scandinavian societies also slowly began to transform. Less importance was placed on the community in favor of the individual and policies regarding bodily difference likewise changed; becoming less inclusive toward the impaired.
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Mathien, Julie. "Children, families, and institutions in late 19th and early 20th century Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58891.pdf.

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Iranmahboob, Jalil. "Childhood mortality and development in Iran : an empirical analysis of Fars province, 1986-91." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35665.

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The primary purpose of this dissertation is to assess the extent to which household characteristics and behaviours exert their effects both directly and indirectly on childhood mortality through the more proximate factors that can be measured within the context of society. A child mortality model, primarily based on Mosley and Chen's framework, is developed by linking individual and societal factors. Then the model is tested with empirical data from the Fars Province of Iran. The survey data were collected in 1991--92 in five counties of Fars. It consisted of 10665 interviews and covered 67 villages 14 towns and one city. Three sampling techniques were employed: (1) proportional stratified sampling; (2) cluster sampling; and (3) simple random sampling.
Three levels of analysis were carried out in this thesis: individual, societal and contextual. Bivariate and multivariate logistic regression analysis were done for subsets of variables based on the child mortality model that were identified to be good predictors of child mortality and which were also identified theoretically as proximate and intervening variables.
The individual level analysis reveals that place of residence, education of the mother, and occupation of the father from the socio-economic, factors; and age of marriage of mothers, pregnancy order, and pregnancy age from demographic factors; and visiting doctors during pregnancy, type of delivery, pregnancy duration, birth weight, and vaccination from the health status factors; and housing quality are the important determinants of child mortality in Fars.
At the societal level, rural setting, the literacy rate of the villages and assets indexed by sheep per capita are the important determinants of child mortality. Also child mortality rate differentials were found to be compatible with that of additive developmental index of regions (counties).
Contextual analysis shows that birth weight, pregnancy duration, pregnancy order, and house facilities are, in Iran, significant predictors of child mortality. Among all the variables, these variables appear to be the most proximate variables and the other variables, including socio-economic and demographic variables, significant intervening variables.
The results of this dissertation support the claim that child mortality can be a sensitive indicator of human development and quality of life both at the individual and societal levels. Most significantly it appears to be prerequisite to fertility decline. The most important finding from these analyses is that child mortality is influenced both by the individual's characteristics as well as by community characteristics. In better words, social organisation as proposed in the child mortality model matters.
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Biehl, Lundberg Andrés. "Social policy and income inequality in the Southern Cone during the 20th century : a comparative perspective." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:ce998341-6b28-41a7-9453-94a22174e47a.

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This dissertation compares the effects of progressive social reform on income inequality in the Southern Cone of South America, Scandinavia, and Australasia. These regions faced comparable economic challenges at the start of the 20th century, but experienced different trends of income inequality after they introduced progressive policies in this period. Australasia and Scandinavia converged on a downward trend while the Southern Cone remained comparatively more unequal. The dissertation concentrates on three areas that significantly predict inequality in contemporary research: labour markets, education, and taxation and spending policies. Existing explanations usually focus on supply-side aspects of policy reform: wage regulation, and increased taxation and spending on education and social insurance, are thought to bring inequality down in the long-run. These reforms are seen as the outcome of the relative power of working class groups over elites. Despite institutional variation, the three regions enacted progressive policies to address distributional conflict and protect their economies from global risks. I study the demand-side of policy reform; policies faced considerable collective action problems to promote compliance and cooperation in order to work in the long-time and include populations at large. The fact that most people were motivated to comply meant that labour markets generated formality and standard wages, education increased human capital, and spending became stable as the tax base increased in Scandinavia and the Antipodes. The opposite happened in the Southern Cone as social actors tried to link selectively with the state while state officials neglected the material constraints that limited access to welfare and education. Each chapter spells out the conditions through which policy addressed collective action problems to motivate cooperation with wage agreements, sending children to school, and compliance with taxation and spending policies. Behind comparable aggregate numbers in these areas, the underlying social processes differed as Australasians and Scandinavians fostered cooperation between state and social actors, while the Southern Cone did not.
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Munoz, Carolina. "Reframing Chilean social care for children." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4798/.

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This thesis explores the implementation of a rights-based policy for children in Chile by examining progress within two programs: rights protection and juvenile imprisonment. By applying a combination of organisational and institutional theories, and relying on multiple sites, case-based, qualitative method, this study explores how organizational and cultural dimensions interact to support or hinder this fundamental shift in the framework for children’s policy. Findings showed the role of power as the major device affecting the implementation process. Structural power in organisational arrangements unveiled a prevalent model of top-down implementation, marked by patronage and symbolic implementation. Institutional power exerted in the cultural and normative Chilean context showed a persistent hierarchical society infused with conservative beliefs based in dichotomous conceptions of people. This resulted in policy implementers distinguishing strongly between those they considered worthy or not worthy, good or bad, service provider or user, either or, with no room for overlap and little appreciation of difference as a positive societal feature. Interplay between organisational and cultural variables evidenced the strong legacy of deep-rooted understandings of the place of child care services in family life. Until this legacy can be effectively challenged, the implementation of a rights-based approach will remain partial and ineffective.
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Poon, Pui-lok, and 潘培樂. "The association between socioeconomic status and dental caries in preschool children: a systematic review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46941873.

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Kristensen, Emily, and Boberg Helen Sartz. "How are the conditions?" Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-26723.

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The purpose of this study is to describe and analyse how school and social service in the city of Malmö cooperate regarding children at risk and what they do in order to meet their needs. We also aim to explore the view and knowledge of the personnel and their experience of the guardians’ impact during collaboration. The empirical data was collected by personal interviews with personnel from the school and social service. The results have been analysed from a theory of organizational culture and symbolic interaction.The study shows that the organizations have various forms of cooperation, whereof the majority occur in individual cases, and that preventative work is not a priority due to reorganisations and changes in society. One of the central aspects regarding collaboration is intervention in an early stage to meet the childrens needs. We question if this could be done if preventative work would be a low priority. Both parties experiencing frustration from the personnel of the other organization, which mainly occurs from lack of trust and knowledge about the working situation of the other. The personnel from school and social service consider themselves to have an understanding for the personnel of the other organization. However, this is not a comprehension, which the personnel are experiencing from the personnel of the other organization. The view of the personnel between school and social service differs, which could be explained by “language differences” seen from a perspective of symbolic interaction. The differences might decrease and result in a better understanding between the parties if preventative work were to be prioritized for creating networks and strengthen their relations. The results also show that the guardians have a significant impact concerning the organizations to be able to cooperate in individual cases. This is because the confidentiality needs to be removed in order to enable cooperation between the parties. One conclusion based on the results is that visions and guidelines are not conformed in what is possible to integrate in the daily practical work of the personnel. Furthermore, several political decisions have to be made in order to give the personnel in school and social service adequate conditions for cooperation.
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Barbeau, Andrée Yvonne. "Childhood sexual abuse : disclosure in the school setting." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59555.

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This research attempted to examine the reasons why children and youths disclose their sexual victimization, as well as the manner of their disclosure, specific to the school setting. An original questionnaire was developed, and given out to all the school social workers from one social service agency. Each worker chose, non-randomly one case of sexual abuse disclosure.
It was hypothesized that if a child or youth had decided to disclose their sexual victimization in the school setting they would do so in a planned and overt manner, choosing an adult with whom they had a close, positive and trusting relationship; a positive authority figure. Both hypotheses were borne out, although the strongest predictors of planned disclosure in this study, were that the victim had a positive relationship with the adult they told, knew them fairly well, and that they were being abused by their natural father or live-in father-figure.
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Orme, John, Donna J. Cherry, and Mary Ellen Cox. "Measuring Willingness to Foster Children With Disabilities and Special Medical Conditions." Digital Commons @ East Tennessee State University, 2013. https://doi.org/10.1093/swr/svt013.

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In this article, the authors present the Willingness to Foster Scale - Disabilities and Medical Conditions (WFS-DMC) and report results concerning its psychometric properties. The WFS-DMC is a new measure designed to accurately and efficiently assess the willingness of parents to foster children with special needs, in particular, disabilities and special medical conditions. The authors tested the WFS-DMC with a national sample of 298 foster mothers. Internal consistency reliability was excellent (α =. 90). With reference to construct validity, mothers with higher WFS-DMC scores fostered longer, fostered and adopted more children, and requested the removal of a smaller proportion of foster children. Furthermore, the mothers' WFS-DMC scores were unrelated to demographic characteristics. The WFS-DMC could help guide the decision-making process involved in matching children who have special needs with parents willing to care for them.
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Flores-Martinez, Artemisa. "Women's empowerment and the welfare of children." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59698/.

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This thesis investigates whether women's empowerment affects children's wellbeing in two developing countries: Mexico and India. The first chapter provides a background on women's empowerment. The second chapter evaluates a conditional cash transfer (CCT) program, which provides poor women in Mexico with tools to be better mothers, in terms of its impact on birthweight. The third chapter analyses whether empowered women, referred as those who have progressive gender attitudes, are more likely to have a firstborn girl in Delhi, India. Specifically, the second chapter evaluates PROGRESA-Oportunidades, a program that pays mothers cash in exchange of their investment in their children's human capital: education, health, and nutrition. Using quantile regressions, the chapter finds a positive and significant program effect, but babies at the upper tail of the conditional birthweight distribution seem to have benefited the most. Moreover, maternal smoking during pregnancy is associated with a 459-gram decrease on birthweights at the 20th percentile of the conditional distribution, completely wiping out any program benefits. This effect is not picked up by least squares regression estimates, which is the technique used by previous literature on the subject. The third chapter turns to India, a country that has lost millions of girls to sex-selective abortions. The chapter first constructs a women's empowerment (progressivity ) index using a latent factor model, and then assesses whether progressive women are more likely to have a firstborn girl in Delhi. The latter territory has, unlike the Indian average, 'missing' women even among first order births. The results show that a one-standard deviation increase in the progressivity index is associated with a 5.8-percentage point increase in the likelihood of a firstborn girl relative to women who have not yet given birth.
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Books on the topic "Children – Social conditions – Scandinavia"

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Rights of children in the Nordic welfare states: Conceptual and empirical enquiries. Kobenhavn, Danmark: NSU Press, 2015.

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Traustadóttir, Rannveig. Childhood and disability in the Nordic countries: Being, becoming, belonging. Houndmills, Basingstoke Hampshire: Palgrave Macmillan, 2015.

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D, Knowles R., ed. Scandinavia. London: P. Chapman Pub., 1991.

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1944-, Boje Thomas P., and Olsson Sven E. 1950-, eds. Scandinavia in a new Europe. Oslo, Norway: Scandinavian University Press (Universitetsforlaget AS), 1993.

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Karras, Ruth Mazo. Slavery and society in medieval Scandinavia. New Haven [Conn.]: Yale University Press, 1988.

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Pedersen, Mathias L., and Jakob Christoffersen. Nordic countries: Economic, political, and social issues. Hauppauge, N.J: Nova Science Publisher's, 2012.

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Food culture in Scandinavia. Westport, Conn: Greenwood Press, 2009.

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Bengt, Nordberg, ed. The Sociolinguistics of urbanization: The case of the Nordic countries. Berlin: Walter de Gruyter, 1994.

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Jørgen, Hansen Erik, ed. Welfare trends in the Scandinavian countries. Armonk, N.Y: M.E. Sharpe, 1993.

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Negotiating identity in Scandinavia: Women, migration, and the diaspora. New York: Berghahn Books, 2014.

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Book chapters on the topic "Children – Social conditions – Scandinavia"

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Lacunza, Ana Betina. "Social Skills of Children in Vulnerable Conditions in Northern Argentina." In Cross-Cultural Advancements in Positive Psychology, 213–29. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9035-2_12.

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Adams, Andra, and Peter Robinson. "An Android Head for Social-Emotional Intervention for Children with Autism Spectrum Conditions." In Affective Computing and Intelligent Interaction, 183–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24571-8_19.

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Strauss, Ronald P. "Social, Ethical, and Health Policy Issues in the Care of Children with Major Craniofacial Conditions." In Cleft Lip and Palate, 955–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30770-6_49.

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Khodayarifard, Mohammad, Reza Pourhosein, Shahla Pakdaman, and Saeid Zandi. "Iranian Children’s Drawings of God: Demographic and Contextual Considerations." In When Children Draw Gods, 325–61. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-94429-2_12.

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AbstractIn 2014, we collected more than 3000 drawings of God in Iran. Here we present the conditions for this collection and the results derived from it. We interpret our findings from the perspective of developmental psychology, and discuss them in terms of social, cultural, and contextual factors (media, formal and informal education). We consider God representation with regard to Iranian-Islamic culture. Additionally, we make a brief comparison between our findings, drawn from participants in Iran, and the findings of studies conducted in Western cultures. Finally, limitations of the study and future research directions are critically discussed.
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Helander, Hanna, Pigga Keskitalo, and Tuija Turunen. "Saami Language Online Education Outside the Saami Homeland—New Pathways to Social Justice." In Finland’s Famous Education System, 303–18. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_19.

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AbstractSaami languages are spoken across wide areas, from Mid-Scandinavia to Kola Peninsula, Russia, but they are all threatened Indigenous languages. Altogether, there are 10 Saami languages, of which three are represented in Finland: Northern, Inari and Skolt Saami. After centuries of assimilation policies, through broader inclusive thinking from the 1980s and the 1990s onwards, the teaching of Saami languages has begun to receive governmental support. In Finland, until the 1970s, the Finnish language was the main medium of instruction for Saami children. This has led to a language shift and assimilation over many generations. Currently, the main education task is to avoid continuing the loss of language. This chapter showcases how Saami languages are retaking their status via maintenance and revitalisation measures and displays Saami online language education as a solution for those children and young people living outside the Saami homeland. This solution is especially important because most Saami people now live outside this area. We therefore urge a swift decision on Saami education, as stipulated in the Basic Education Act about the availability of Saami language classes and support for pedagogical development in the endangered language situation. Starting to recognise Saami language education as an opportunity and a resource rather than a problem would be a key shift in language attitudes to build a path for comprehensive education based on social justice for Saami children and young people in Finland.
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Peñaloza, Christian, Alejandra Auza, and Chiharu Murata. "Parental Concern in Typical and Atypical Language Acquisition of Monolingual Spanish-Speaking Children in Adverse Social Conditions." In Child and Adolescent Development in Risky Adverse Contexts, 43–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83700-6_3.

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Mygind, Erik, and Mads Bølling. "Pupils’ Well-Being, Mental and Social Health." In High-Quality Outdoor Learning, 153–68. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_8.

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AbstractThe purpose of this chapter is to present research results on pupils’ well-being and health when integrating regular education outside the classroom (i.e. udeskole) into teaching. We believe that this chapter may be of particular interest to government employees (consultants), municipalities, school principals and teachers, teacher trainers and educators seeking arguments for and against outdoor teaching and learning. The argument is based on both empirical studies of pupils’ well-being, mental and social health, and theoretical assumptions (mainly the so-called Self-Determination Theory). Three key questions will be the focal points of the chapter: Is udeskole a viable approach to strengthen pupils’ well-being, mental and social health? Does udeskole have a demonstrable impact on pupils’ well-being, mental and social health? Should education outside the classroom be a regular applied practice in schools? In schools in several western countries, but especially in Scandinavia, udeskole is a teaching method, which is increasingly used both for its learning and health potentials. In this chapter, we focus on the importance of udeskole, based on relevant results from the Danish TEACHOUT research study. Although Danish children generally thrive and have high levels of mental and social health, initiatives are still needed to promote an even more positive school experience for every child. Early prevention of psychosocial illness is on the political agenda and school is considered a major arena for initiatives aimed at promoting mental and social health. The results of the TEACHOUT study show that if teaching outside the classroom is made a regular component of the annual plan, it can be expected to have a positive impact on pupils’ social well-being and intrinsic school motivation. It is still too early to determine whether udeskole has a real effect on the formation of friendships in the classroom community. However, the TEACHOUT study shows a small but significant increase in the number of new in-class friendships. Based on the Self-Determination Theory, we provide an understanding of the reasons why udeskole can have a positive effect on pupil well-being, mental and social health.
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Yamazaki, Keiichi, and Mauricio Bugarin. "Brazilian Workers in Japan and Public Policies for Promoting Their Social Integration with a Focus on Basic Education for Children." In Brazil—Japan Cooperation: From Complementarity to Shared Value, 141–76. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4029-3_6.

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AbstractThe main objective of this research is to find an efficient way to improve the educational environment for the children of Brazilian residents in Japan. The secondary objective is to identify a better way to improve the social and economic positions of these residents through further integration into Japanese society. We believe that the potential for them to become a vital bridge between the two countries in the near future is significant, but that potential is not yet being tapped sufficiently. Therefore, the goal of this analysis is more than simply improving working and living conditions, but of promoting career development in Japanese society. To that end, educational background is highly important, especially education and acquisition of the Japanese language beginning in primary school is of utmost importance. For this reason, our paper focuses on the basic education (especially Japanese language education) of Brazilian children in Japan. We conclude that the style of “afterschool” is most efficient as well as socially equitable. We propose a public policy to be adopted by the Japanese government to induce Brazilian families to adopt the hybrid afterschool education system.
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Nicolau, Lurdes. "Roma at School: A Look at the Past and the Present. The Case of Portugal." In Social and Economic Vulnerability of Roma People, 153–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_10.

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AbstractThe schooling process has become more widespread among the Portuguese Roma population since 1974, with the end of the Estado Novo dictatorship and the establishment of democracy. Nevertheless, the Roma nomadism or semi-nomadism, financial shortcomings and the absence of social/cultural/family stimuli are some of the reasons that explain their low school attendance rates. Only in the last decades has such attendance increased, as a result of the implementation of several public policies, particularly of the Social Integration Income. This social policy, implemented in 1996, introduced important changes in this population, especially in areas such as schooling, personal hygiene, housing, health, or sedentism.Recent research has shown an increase in the educational level of the Roma population, but school dropouts and failure remain high. This tendency was also studied in the northeast of Portugal, in a PhD thesis about the relationships between the Roma and school. In the present research work, a qualitative methodology was adopted, using direct and participant observation, as well as interviews to some Roma parents and non-Roma teachers. Both groups emphasize the main difficulties of Roma children at school.The conclusions show that several factors affect these students’ schooling nowadays, especially poor housing conditions, parents’ illiteracy or low schooling, lack of daily study monitoring at home, absence of models in their environment, non-attendance of pre-school, and discrimination against them.
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Sørensen, Hanne Værum. "Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway." In International Perspectives on Early Childhood Education and Development, 79–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_5.

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AbstractIn kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.
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Conference papers on the topic "Children – Social conditions – Scandinavia"

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Alekhina, Ekaterina Valentinovna. "Social And Pedagogical Advocacy For Children With Disabilities: Conditions And Requirements." In icCSBs 2019 - 8th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.02.23.

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Mitašíková, Petra, and Barbora Vodičková. "CONDITIONS AND BARRIERS TO SCHOOL INCLUSION FOR CHILDREN WITH FETAL ALCOHOL SPECTRUM DISORDERS – FASD." In INTCESS 2022- 9th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.51508/intcess.202257.

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Hong, Yanping. "Case Study on the Living Conditions of Disadvantaged Children in China’s Rural Areas." In Proceedings of the 3rd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/emehss-19.2019.97.

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Yudaeva, Anna Yuryevna. "The model of the organization of children' social adaptation to the conditions of pre-school educational institutions." In XII International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-200733.

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Grazia-Simone, Maria. "Children and Pre-Adolescents in Social Disadvantage and Marginality Conditions. Towards New Special Education Needs and Action Criteria." In I Congreso internacional en Interculturalidad, Inclusión y Equidad en Educación. Ediciones Universidad de Salamanca, 2023. http://dx.doi.org/10.14201/0aq0321183190.

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Panok, Vitalii, and Iryna Tkachuk. "Social-Psychological problems of pedagogues in conditions pandemic of COVID-19." In National Events on WMHD in Ukraine. N-DSA-N, 2021. http://dx.doi.org/10.32437/nmhdup2021.4.

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Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion
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Петрова, Светлана Сергеевна, and Наталья Александровна Лагунова. "METHODS FOR PREVENTING SOCIAL DISADAPTATION AMONG PRE-SCHOOL CHILDREN IN AN EDUCATIONAL SETTING." In Методики фундаментальных и прикладных научных исследований: сборник статей всероссийской научной конференции (Санкт-Петербург, Декабрь 2022). Crossref, 2023. http://dx.doi.org/10.37539/221223.2022.34.18.003.

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В данной статье рассматривается проблема социальной дезадаптации детей дошкольного возраста как фактор интеграции личности в социум. Анализируется многозначность термина «дезадаптация», характеризуются ее основные причины, специфика проявления в дошкольном возрасте, а также представляются факторы и условия, способствующие профилактике процесса дезадаптации детей дошкольного возраста. This article deals with the problem of social disadaptation of preschool children as a factor of personality integration into society. The article analyzes the multiple meanings of the term "desadaptation", characterizes its main causes, specifics of its manifestation at preschool age, and also presents factors and conditions contributing to the prevention of the process of desadaptation of preschool children.
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Dolghi, Adrian. "Living conditions in orphanages of the Moldavian SSR in 1944–1947." In Patrimoniul cultural: cercetare, valorificare, promovare. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975351379.22.

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The daily life in the Moldavian SSR orphanages during the post–war years was determined by the living conditions, the sanitary and hygienic state of the institutions, the provision of food and clothing, and the activities in which the children were involved. In the present paper, on the basis of unpublished archival documents and published documents, we elucidate the living conditions and the attitude towards children in the orphanages of the Moldavian SSR in the post–war years. Following the worsening of the social situation in the immediate post–war period in the Moldavian SSR, the number of orphans and vagrants increased. The solution of the Soviet state for this serious social problem was to expand the network of orphanages. On September 1, 1947, 21,553 children were already taken care of in 124 orphanages, a number that exceeded the possibilities of accommodation and food. The institutionalization of children was one of the solutions accepted ideologically by the Soviet Power. However, the ideological ideals did not correspond to the serious social realities in orphanages, where children lived in unsanitary conditions, also demonstrated by the numerous diseases caused by unsanitary conditions and lack of hygiene in the institutions: typhus, itching, tuberculosis. Children also suffered from malnutrition and dystrophy. The overall mortality rate among children was high.
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Kravchenko, Oksana, Oleksandr Safin, Yevhen Potapchuk, Svitlana Bobrynova, and Dariia Karpova. "Psycho-emotional state of school children in conditions of quarantine limitations and distance learning." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002409.

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The changes that occur at the psychological level have affected the ability to perceive reality and control emotional stress. Increased anxiety is associated with a feeling of loss of control and the inability to distance oneself from automatic negative thoughts that arise as a result of psychological contagion.The purpose of the study is to highlight the features of the psycho-emotional state of schoolchildren in conditions of quarantine restrictions and distance learning.A questionnaire was chosen as a methodological study, the purpose of which is to study the psychological state of schoolchildren and determine their attitude to the need for quarantine and, therefore, distance learning. Studies show that the negative effects of stress are deeper in children under 10 years old. Children of different ages react differently to stressful events.The development of recommendations for children of different ages in order to overcome the consequences of social isolation involves creating opportunities for children of different ages to acquire the necessary psychological knowledge, skills and abilities, which will reduce the effects of quarantine.The creation of a new social reality, due to inevitable changes in the minds of citizens of Ukraine and each individual state, is a systemic process that requires reconstruction of the focus of perception, increasing the vitality and awareness of each person. However, in our opinion, it is necessary to influence children first, because they are more receptive and only form worldviews and values. Eventually, their influence will be decisive in changing the attitude of older generations to the consequences of quarantine, which will establish an internal readiness for negative external factors and formation of adaptive coping strategies of behavior in conditions of social uncertainty and existential crisis.
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Konstantinov, V. V., E. A. Klimova, and R. V. Osin. "Socio-psychological adaptation of children of labor migrants in the conditions of preschool educational institutions." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.143.155.

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In the modern world, labour migrants come to developed countries with their children, including children of preschool age, in search of better jobs. It is children who are most vulnerable in the framework of the migration process as they need to adapt to life in a new multicultural environment. Today, in fact, there is absence of fundamental developments aimed at solving difficulties of an adaptation process for children of labour migrants who have insufficient experience in constructive sociopsychological interaction and are involved in building image representation systems of significant others and of their own selves. The paper presents results of an empirical study implemented on the basis of preschool educational institutions of the Penza region in which 120 children of labour migrants participated between the ages of 6–7 years. Authors conclude that children of labour migrants are the most vulnerable social group in need of psychological support. Most pronounced destructive impact on a pre-schooler’s personality is expressed in a child-parent relationship. As main effects of a maladaptive behaviour of children from migrant families we can highlight: expressed anxiety, decreased self-esteem, neurotic reactions in social interaction, identification inconsistency, reduced social activity, intolerance of otherness and constant stress due to expectations of failure. Most children from migrant families express decreased or low self-esteem. The nature of a parent-child relationship is expressed in a collective image of a parent, in particular the image of the mother, and acts as an indicator of well-being / dysfunction of a child’s personal development, his attitude to the world and his own self.
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Reports on the topic "Children – Social conditions – Scandinavia"

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Ton, Giel, Keetie Roelen, Neil Howard, and Lopita Huq. Social Protection Intervention: Evaluation Research Design. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/clarissa.2022.004.

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This paper describes the research design for investigating and evaluating the Child Labour: Action-Research-Innovation in South and South-Eastern Asia (CLARISSA) social protection cash-plus intervention in a slum in Dhaka, Bangladesh. After an introductory section, the second section elaborates on contribution analysis – the methodological approach underpinning the research design. The third section provides an overview of the intervention, and the fourth explores the overall design of the evaluation, its guiding framework, and the timeline of the intervention rollout and data collection. The fifth and sixth sections address the project’s suite of quantitative and qualitative methods, and the approach to data analysis. Using four panel surveys, bi-monthly monitoring, in-depth interviews, group discussions and direct observations, the research will zoom in on specific behaviours. First, at the individual level, we want to learn how people adopt alternative livelihoods in response to the intervention. Second, at the household level, we consider how community mobilisation and cash transfers help households to resolve intra‑household problems. Third, at the group level, we consider how groups manage collective action in response to community mobilisation. For each of these behaviour change outcomes, we want to understand the realist evaluation question, ‘Why does the intervention work, for whom, and under what conditions?’ We also want to assess whether these new behaviours change the propensity for children to be involved in the worst forms of child labour.
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Li, Yinhua, Wanting Lan, and Xiaohui Hou. The effectiveness of physical activities on children with autism spectrum disorder: A systematic review and network meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0034.

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Review question / Objective: The purpose of this meta-analysis was to evaluate the efficacy of different physical activity interventions and to determine which physical activity interventions are most effective for children with autism spectrum disorder. Condition being studied: Autism is a set of heterogeneous neurodevelopmental conditions, characterized by early-onset difficulties in social communication and unusually restricted, repetitive behavior and interests. Autism affects more male than female individuals, and comorbidity is common (>70% have concurrent conditions). Exercise has increasingly emerged as one of the promising compensation methods that can positively affect autistic symptoms. The positive effects of various physical activity interventions have been reported, but it is unclear which interventions are most effective at improving symptoms of autism.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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Petrie, Christopher, Clara García-Millán, and María Mercedes Mateo-Berganza Díaz. Spotlight: 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003343.

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There is a wealth of conversation around the world today on the future of the workplace and the skills required for children to thrive in that future. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these issues, the Inter-American Development Bank (IDB) and HundrED conducted this Spotlight project with the goal of identifying and researching leading innovations that focus on 21st Century Skills in Latin America and the Caribbean. The Spotlight program was supported by J.P. Morgan. The purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from Latin America and the Caribbean doing exceptional work on developing 21st Century Skills for all students, teachers, and leaders in schools today. The main aims of this Spotlight are to: Discover the leading innovations cultivating 21st century skills in students globally; understand how schools or organizations can implement these innovations; gain insight into any required social or economic conditions for these innovations to be effectively introduced into a learning context; celebrate and broadcast these innovations to help them spread to new countries. All the findings of the Spotlight in 21st Century Skills are included in this report.
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Narvaez, Liliana, and Caitlyn Eberle. Technical Report: Southern Madagascar food insecurity. United Nations University - Institute for Environment and Human Security (UNU-EHS), August 2022. http://dx.doi.org/10.53324/jvwr3574.

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Southern Madagascar’s worst drought in 40 years had devastating cumulative effects on harvest and livelihoods. On top of this, frequent sandstorms and pest infestations have led to severe stress on vegetation triggering a drastic decline in rice, maize and cassava production. These environmental aspects, combined with a lack of livelihood diversification and ongoing poverty, the presence of cattle raiders and restrictive government decisions, have driven the population of southern Madagascar to acute food insecurity conditions. By December 2021, more than 1.6 million people were estimated to have been suffering high levels of food insecurity. This case is an example of how multiple, complex environmental and social factors can combine to trigger a profound crisis in a territory, where vulnerable groups, such as children under five, tend to be particularly affected. Environmental degradation, together with socioeconomic and political dynamics are leaving vulnerable people even more exposed to food crises with few livelihood options or safety nets to cope with disasters. This technical background report for the 2021/2022 edition of the Interconnected Disaster Risks report analyses the root causes, drivers, impacts and potential solutions for the Southern Madagascar food insecurity through a forensic analysis of academic literature, media articles and expert interviews.
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